The Relationship Between Accuracy of Facial Emotion Recognition, Perceived Empathic Ability, and Cognitive Ability in Domestic Violence Offenders

The inability to decode emotional cues has been associated with violence in men. The purpose of the study was to learn more about the connection between emotion recognition accuracy as it related to self-identified empathy in adult men convicted of a domestic violence offense while accounting for any significant cognitive deficits and demographic factors. Domestically violent (n = 35) and non-violent (n = 35) men were asked to label pictures of facial emotion at different levels of intensity (30.0%, 40.0%, 60.0%, 70.0%, and 100.0%). In addition, they were given the Interpersonal Reactivity Index (IRI), a brief empathy measure; the General Ability Measure for Adults (GAMA), a brief cognitive assessment; the Life Events Checklist-5 (LEC-5), a trauma questionnaire; and a demographic questionnaire. The domestic violence offenders were found to have a significant deficit in identifying the emotions of sadness and fear and identifying emotions at 40.0% and 60.0% intensity. They were found to have a significantly higher self-reported empathy rating on the IRI subscale of perceived distress, but no significant differences were found between domestic violence offenders and non-violent controls on empathy subscales of perspective taking, empathic concern, and fantasy. There was no significant difference in cognitive ability between the domestic violence offenders and the control participants. When highest education level attained and family annual income were accounted for, they were found to have a significant impact on the ability to accurately identify emotions. When lifetime trauma history and chemical dependence history were accounted for, they were found to have no statistically significant impact on ability to accurately identify emotions. Clinical implications included a greater focus on applied emotion recognition and emotion regulation training for domestic violence offenders. Methodological implications and future research directions were discussed

Perceived Body Image and Reasons for Exercise Among College Students

Ideal body image perceptions from Western culture has led body dissatisfaction levels to increase significantly in the past 30 years. Researchers have found that individuals tend to have inaccurate perceptions of their bodies. Therefore, comparisons between inaccurate perceptions and an ideal body image cause body dissatisfaction. Minimal research has been done focusing on the relation between body image and specific exercise behaviors. The purpose of this research is to understand how someone’s own body perception affects their exercise behavior, type and frequency. Specifically, does body perception affect the behaviors the individual demonstrates while exercising? Exercise behaviors may include decisions for specific types of exercises or their body language while exercising. A total of 30 participants were observed for 20 minutes focusing on behaviors like concentration, body surveillance, and confidence while exercising. Then, participants were approached to answer a questionnaire that included questions related to workout routine, motivational reasons to exercise, body size and satisfaction. Using the observations and questionnaires, relationships between body image and exercise types, frequencies and behavior were established. Understanding these relationships may help physical activity facilities better tend to their clients and allow them to understand the clients’ reasons for visiting the facility. The facilities will then be aware of common behaviors of individuals who need more guidance and help when exercising in order to achieve better results. These results will also provide professionals who work with college-aged students a greater understanding of how distorted body image relates to behaviors during exercise

Change in Nonspecific Disease Through Time in Durres, Albania

This study addresses changing levels of skeletal stress in a population from Durres, Albania during periods of Greek and Roman occupation. We test the hypothesis that levels of nonspecific stress, evidenced by cribra orbitalia, porotic hyperostosis, and linear enamel hypoplasia, increased through time. To test this hypothesis, 116 skeletons from Durres, Albania were observed for evidence of cribra orbitalia, porotic hyperostosis, and linear enamel hypoplasia using standard data collection protocols. The skeletons were observed from the Greek to the Late Roman periods. Skeletal stress increased from the Greek to the Late Roman period (40% to 45.8% for cribra orbitalia (n=39), 27.8% to 28.6% for porotic hyperostosis (n=46), and 57.1% to 74.4% for linear enamel hypoplasia (n=57)). However, none of these differences were statistically significant. Although skeletal stress did increase somewhat through time, lack of statistical significance means that we cannot support our hypothesis with these data. The slightly higher levels of physiological stress we observed could have been caused by larger populations living in one area or increasing migration that introduced new diseases into the area. Small sample sizes make interpretation of these data difficult

Using Self-Determination Theory to Examine the Difference in Motivation of African American College Students and Students with other Ethnic Backgrounds

The purpose of this study is to examine the relationship among academic self-concept, motivation and academic achievement among African American and other college students with different ethnicities. Self-Determination Theory is used as a framework to help understand college students’ academic motivation. Existing research in this area has not tended to focus much on ethnicity; yet preliminary information suggests that associations among academic self-concept, motivation, and achievement of African American college students take distinct forms from other ethnic groups. This study uses the Academic Motivational Scale (Vallerand, 1989) to measure intrinsic and extrinsic motivation for college students, the Academic Self-Concept Scale (Reynolds, 1988) to measure self-concept, and self-reported GPAs to measure academic achievement. Data were collected using Qualtrics online surveying system. This research is intended to be beneficial for educators such that colleges can be structured in a way that meets the motivational needs of all ethnic students

A Study of Obligated and Unobligated Time Use Among UNC Students

The purpose of this research was to assess obligated and unobligated time use among University of Northern Colorado (UNC) students within an average twenty-four hour day of the fifteen week semester. A convenience sample of 195 UNC undergraduate students completed a 19-item questionnaire composed of closed ended questions involving time allotments to obligated and unobligated activities. Results indicated that UNC students spend approximately the same amount of time in obligated and unobligated activity. Means testing across the seven time categories revealed no significant differences between male and female students. However, mean testing between upper classmen and lower classmen indicated that upper classmen devote more time to obligated activity (education and work) than freshmen and sophomore students. Overall, UNC students appear to differ little from national trends in time consumption among university students

Edmundo Villani-Côrtes’ Works for Violin and Piano: Analysis and Performance Guide

This research has the purpose of analyzing the works for violin and piano of Edmundo Villani-Côrtes. Considered one of the most important Brazilian composers of our time, Villani-Côrtes’ experience with popular and classical music brought to his works a blend of styles that became his trademark. His music has been regularly performed at the most prestigious concert halls in Brazil and increasingly so abroad. A brief overview of Brazilian music history provides contextualization and includes the name and contribution of important composers who preceded and influenced Villani-Côrtes. A look into Villani-Côrtes’ development as a musician, observing how he came to mature his style, brings light to the analysis of the selected works in this paper. The pieces chosen for this study--Sonata Encantada (Enchanted Sonata), Luz (Light) and Águas Claras (Clear Waters)--reveal aspects that are typical of classical music as much as aspects from different types of modern music such as jazz and Brazilian popular music. A detailed analysis of the form, harmony, and style of these works are followed by a performance guide that intends to bring out important aspects to be considered in their interpretation and performance. Villani-Côrtes’ eclectic approach to music and his openness to new ideas has contributed to the creation of works that are both unique and universal, as the current tendency of incorporating music elements from different traditions has impacted composers from many cultures

A Qualitative Study of the Process of Learning Nursing Skills Among Undergraduate Nursing Students

This qualitative, phenomenological study sought to answer the question: How do undergraduate nursing students learn to perform psychomotor skills within the full complement of nursing skills? Nine senior nursing students from a nursing school in the south central United States participated in this study. In-depth interviews using open-ended questions were conducted, recorded, transcribed by the researcher, and then analyzed using Colaizzi’s method to identify recurring themes. These themes were validated with the participants using a member checking process. An audit trail was kept to enhance dependability and confirmability. Six themes were identified: (a) the umbrella of emotion; (b) practice, practice, practice; (c) learning through technology; (d) “just pretend” does not produce confidence; (e) teaching matters; and (f) importance of peers. Therefore, the process of learning nursing skills can be described as follows: In a rough sea of emotions, necessity is the mother of invention. Emotions like fear and anxiety punctuated skills learning and participants found creative ways to learn nursing skills despite these barriers. This study updates prior qualitative studies about how nursing students learn skills and is the first qualitative study of how undergraduate nursing students learn skills in the United States. One unique finding in this study was some skills like tracheostomy care and skills involving sterile technique are harder to learn than others. Faculty members could inform students that these skills will require more practice time. Another unique finding in this study was how fidelity and the broad use of technology across many settings contributed to skills learning. Faculty members could recommend that students use their smartphones to record and evaluate videos of the student practicing skills at home and discuss policies about recording faculty members demonstrating skills in lab. These participants generally found textbooks and videos from YouTube® and Assessment Technologies, Incorporated® to be minimally useful when learning skills. These findings provided current information to nurse educators about the skills learning process and recommendations for effective skills teaching

Ben Ludwig & Roselle Dorman interview

The Student Voices collection is a series of oral histories featuring UNC undergraduates discussing their experiences as first-year college students

Service Learning, Information Literacy, and Libraries

As the number of service learning courses and their requirements increase, it is essential for academic librarians to partner with faculty and administration to include lifelong research skills components. This crucial book provides insights and case studies that will help you do just that. Service learning—defined as community service connected to a for-credit college course—is acknowledged to be a high-impact educational practice. It provides students with opportunities to put what they learn in class into action, to engage problem-solving skills, and to reflect on their experiences. Ideally, in service learning, course materials inform student service, and students\u27 service experiences, in turn, inform academic dialogue and comprehension. But where do academic libraries and librarians fit into this process? This is the first book to provide that missing piece, giving librarians practical information and examples of how to contribute to service learning on their campuses. It begins with an overview of librarian involvement in service learning, highlighting connections between service learning and information literacy pedagogy. Case studies focus on specific aspects of service learning that engage information literacy, illustrating ways academic libraries can partner with service learning initiatives. The book concludes with thoughts on assessment and short essays on the future of libraries and service learning